Posts Tagged: PBIS
How to avoid data-based mistakes.
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement Positive Behavior Interventions and Support is what schools implementing PBIS call the systems, practices, and data they use to support positive social, emotional, and academic outcomes for students. Systems are the routines and procedures to make clear what staff are supposed to do. Practices […]
Five resources to support teaching social skills like we teach academic content.
-by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement. FTeaching students to be well-regulated, good human beings is as important as content mastery. Here are five resources that might help educators integrating social skills instruction into their practice. Milwaukee Public School’s Social and Academic Instructional Group Curriculum Milwaukee Public Schools has develop a […]
Why are we always talking about self care?
Certainly, children who have experienced trauma have a right to know that that are loved and cared for when they are at school, and they have a deeper right to know that love for themselves and from themselves. And, while we can teach students to care for themselves, we have to know how to care for ourselves first.
When a school listens to the kids….and means it.
I’m grateful for the bravery of the teachers who sought their students’ candid feedback, listened to what their students said, and reflected on this conversation so powerfully. Building strong relationships with students means being vulnerable to our students and giving them a space to speak their truth. When a school listens to the kids—and means it—the likely result are systems, data, and practices that support all learners.
How your PBIS team can develop effective behavior interventions
Building on the last Positive Behavior Intervention and Support (PBIS) post, this article explains how to use precise problem statements to develop interventions that are highly likely to work for each school’s unique learning environment.
Use data to upgrade Positive Behavior Intervention and Supports
Schools that collect student discipline information digitally have a powerful tool for identifying precisely what problem the PBIS team should solve, what measurable goals to set, what solutions are likely to align with the problem. One powerful protocol to move your PBIS from problem to solution in an hour or less is to:
-Use data that your school likely already collects to define a precision problem.
-Design solutions that match the problem that needs to be solved.
Elevate collaboration with the power of protocols
A protocol is a structure that creates space to have difficult conversations about root causes of problems. Everyone involved in teaching and learning is part of a complex relationship between variables we can control and circumstances beyond our influence. By talking about issues in ways that uncover root causes, name and validate feelings, and ensure that all involved completely understand the problem the team is facing, Professional Learning Communities can develop solutions that benefit their students.
Build relationships first
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement Build relationships first. All the rest can come next. In most elementary schools, students spend almost all of their day with one teacher. Recently, some schools have tried different ways to organize learning time. One idea has been to group students in “specialized” classrooms […]
Three student-centered interventions for learners with ADHD
by Tim Grivois-Shah, Director of Professional Learning and Community Engagement After a whole-group lesson on the carpet, a class of 28 second grade students returns to their seats to work on their stories. Except for the sounds of pencils scratching across paper, the class is silent. Five minutes into independent work time, however, Greg stares […]
The difference between reinforcement, reward, and outright bribery
-By Tim Grivois-Shah, Director of Professional Learning and Community Engagement Positive Behavior Intervention and Support (PBIS) is an effective way to promote social, emotional, and academic achievement. A key tenet of PBIS is that students can learn positive social emotional skills just as they can learn academic content. understanding how different approaches to acknowledging positive […]
How teachers can help a child’s brain heal after trauma
Erica Saunders is the School Counselor and Wellness Committee Director at City High School, one of three schools operated by CITY Center for Collaborative Learning. Erica is an expert on trauma informed practice and leads professional learning opportunities for educators inside and outside of CITY Center for Collaborative Learning. The developing brain is primed for […]
Holding space for what our children feel
Emily McCrea is the Director of the Downtown Community School and collaborates with CITY Center for Collaborative Learning’s work in Trauma Informed Practice. Recipient of the 2017 Cecilia Avalos Parent Education Award, Emily’s mentors are: Bev Bos, Lori Petro, Robin Grille. Her strongest influences include the works of: Eckhart Tolle, Alfie Kohn, Shefali Tsabary, Daniel […]
The life cycle of a PBIS store
-Tim Grivois-Shah Like many in education, I am grateful that I get to help children learn and grow. And, I’m happy knowing that I likely have many years ahead of me to collaborate with and learn from inspiring professionals who share in this great work. Sometimes, though, I’ve truthfully felt that I would be happy […]
Positive Behavior Intervention and Support-about the tickets
Most schools that implementing school-wide Positive Behavior Interventions and Supports (PBIS) use tickets to recognize students for positive behaviors. The idea is simple—encourage students to do what is right by handing students a PBIS ticket when we see them demonstrating positive behavior. As we pay less attention to the problems our students cause, we have […]